In this paper I will discuss my learning experiences and analyze them with the perspective of learning theories. I will analyze my learning experiences with regards to classical conditioning, operant conditioning and cognitive- social learning theory.

First of all, I would begin by describing my experience of learning to fear lizards with regards to classical conditioning. To give some context to the situation, I was raised in India where lizards, usually in large numbers, are often found on walls particularly during the summer months. I strongly believe that my fear of lizards can be explained using Pavlov's "classical conditioning". Classical conditioning is the type of learning that occurs via making associations. In other words, Classical conditioning is a type of learning by which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response (Feist, 2008, p. 449). In addition, Clark (2004) in his article," The Classical Origins of Pavlov's Conditioning" gives a detailed insight at the origin of classical conditioning and the reasoning behind the change of Pavlov conditioning to classical conditioning (Clark, 2004).

English: One of the many dogs Pavlov used in his e...

English: An example of classical conditioning wher...

English: drug response in classical conditioning

With regards to classical conditioning, I believe my fear of lizards can be traced back to my younger years. When I was in my childhood years, I heard my older sister always screaming every time she saw a lizard; the scream infusing a fear in me. The conditioning happened as follows: Initially when I saw the lizard, I always tried to stay away from them because I thought they were disgusting. But when I heard my sister screaming every time she saw the lizard, it scared me and eventually, I developed the fear of lizard. So, after hearing my sister screaming at the lizard multiple times, I realized that I myself have developed a fear of lizard. Since...

... theory of Operant Conditioning, though not all behaviourists agreed: notably E. Guthrie, whose Contiguity Theory argued that since rewards or punishment occur after the association between stimulus and response has been made they could have no significant part in learning ...